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Transition Planning

Transition planning officially begins between the ages of 14 and 16 for most students with an IEP. However, the process is lifelong. This section of NTACT's website provides resources and tools to guide the process of transition planning - encompassing assessment and skill development to plan for success beyond school.

GETTING STARTED

Resources to guide Transition Planning from elementary into post-secondary. Includes guidance documents and frameworks.

Indicator 13
LAST UPDATED: 07/26/2018

"Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student's transition services needs. There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority." (20 U.S.C. 1416(a)(3)(B))

Now in its fourth addition, the toolkit overviews the purposes and process of transition assessment and provides guidance for practitioners in selecting and using formal and informal assessments to help students and families plan for their future after high school.

EFFECTIVE PRACTICES

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This is a Practice Description that is an evidence-based practice for students with disabilities based on three methodologically sound group experimental studies with random assignment across 602 participants with disabilities; for students with learning disabilities based on three methodologically sound group experimental studies with random assignment studies across 127 students with learning disabilities; for students with intellectual disability based on two methodologically sound group experimental studies with random assignment across 138 students with intellectual disability; and for students with other health impairment based on two methodologically sound group experimental studies with random assignment across 174 students with other health impairment.

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This is a Lesson Plan to teach students (using direct instruction) to use a mnemonic device (i.e., acoustically similar [rhyming or alliterative] or diminutive [ i.e., portions of the term]) to learn social studies vocabulary.

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This lesson plan starter is to teach students to respond correctly to 6th grade science questions across three units on the following topics (a) Technology and Energy, (b) Kinetic and Potential Energy, and (c) Continents and Tectonic Plates, as well as, use a KWHL chart during inclusive inquiry science lessons.

This Practice Description is a research-based practice for students with disabilities based on three methodologically sound single-subject studies across 12 students with disabilities. Is is also a research-based practice for students with learning disabilities based on two methodologically sound single-subject studies across seven students with learning disabilities.

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This lesson plan starter is to teach students the skills to distinguish between three different word problem types using the schema strategy and solve one step math word problems using the schema stratgy.

This lesson plan starter is to teach students the skills to distinguish between three different word problem types using the schema strategy and solve one step math word problems using the schema stratgy.

This lesson plan starter is to teach students the skills to distinguish between three different word problem types using the schema strategy and solve two-step math word problems using the schema strategy.

This lesson plan starter is to teach students the skills to distinguish between three different word problem types using the schema strategy and solve two-step math word problems using the schema strategy.

This Practice Description is an evidence-based practice for students with disabilities based on four methodologically sound group studies with random assignment across 197 students with disabilities and four methodologically sound single subject studies across 17 students with disabilities. It is also a research-based practice for students with learning disabilities based on two methodologically sound group experimental studies with random assignment and two methodologically sound single subject studies across 41 participants with learning disabilities, as well as a research-based practice for students with intellectual disabilities based on two methodologically sound single subject studies across nine participants with intellectual disabilities.

This lesson plan starter is to teach students the skills to distinguish between three different word problem types using the schema strategy and solve one step math word problems using the schema stratgy.

This lesson plan starter is to teach students the skills to distinguish between three different word problem types using the schema strategy and solve one step math word problems using the schema stratgy.

This lesson plan starter is to teach students the skills to distinguish between three different word problem types using the schema strategy and solve two-step math word problems using the schema strategy.

This lesson plan starter is to teach students the skills to distinguish between three different word problem types using the schema strategy and solve two-step math word problems using the schema strategy.

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This is a Practice Description that is a Research-Based Practice for students with emotional-behavioral disorders based on one methodologically sound group study with random assignment across 71 students with emotional-behavioral disorders.

This is a Practice Description that is a research-based practice for students with disabilities based on three methodologically group experimental studies with random assignment and three methodologically sound single-subject studies across 71 students with disabilities and also s a research-based practice for students with learning disabilities based on three methodologically sound group experimental studies with random assignment and two methodologically sound single-subject studies across 56 students with learning disabilities.

This is a Practice Description for a Research-Based Practice for students with disabilities based on one methodologically sound group study with random assignment across 15 students with disabilities and one methodologically sound quality single subject study across 5 participants. It is also a Promising Practice for students with deaf-blindness and intellectually disability based on one methodologically sound quality single subject study with 5 participants.

This is a Practice Description for a Research-Based Practice for students with disabilities based on one methodologically sound group study with random assignment across 15 students with disabilities and one methodologically sound quality single subject study across 5 participants. It is also a Promising Practice for students with deaf-blindness and intellectually disability based on one methodologically sound quality single subject study with 5 participants.

This is a Practice Description that is a research-based practice for students with disabilities based on two methodologically sound single-subject studies across 7 participants with disabilities conducted by two different research teams and across two different geographical areas.

This is a Practice Description that is a research-based practice for students with moderate intellectual disabilities based on two methodologically sound single-subject studies across 11 participants with disabilities conducted by at least two different research teams and across three different geographical areas.

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This is a Practice Description that is a Research-Based Practice for students with disabilities based on one methodologically sound group study with non-random assignment with 40 participants and one methodologically sound single subject study with 4 participants. It is also a Promising Practice for students with mild intellectual disabilities based on one methodologically sound group study with non-random assignment with 20 participants with mild intellectual disabilities, as well as 20 students with moderate intellectual disabilities and a Promising Practice for students with moderate intellectual disabilities based on one methodologically sound group study with non-random assignment with 20 participants with moderate intellectual disabilities, as well as 20 students with mild intellectual disabilities.

System of Least Prompts Procedure with a Video Prompt to Teach Office Tasks - Description

This is a Practice Description that is a promising practice for students with intellectual disabilities based on one methodologically sound single-subject study across three participants with disabilities.

This is a Lesson Plan that is a Promising Practice to teach students to send emails, receive emails, bookmark webpages, access bookmarked webpages, and use cloud storage to upload and download documents.

This is a research-based practice for students with disabilities based on three methodologically sound single-subject studies across 10 participants with disabilities, as well as a research-based practice for students with moderate disabilities based on two methodologically sound single-subject studies across six students with moderate intellectual disabilities. It is also a promising practice for students with autism based on one methodologically sound single-subject student across 3 students with autism.

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This is a Practice Description of an evidence-based practice for students with disabilities based on one methodologically sound group study with random assignment across 130 students with disabilities and four methodologically sound single-subject studies across 15 students with disabiliites. It is also a research-based practice for students with learning disabilities based on one methodologically sound group study with random assignment across 93 students with learning disabilities and two methodologically sound single-subject studies across two students with learning disabilities, as well as a research-based practice for students with intellectual disability based on one methodologically sound group study with random assignment across 11 students with intellectual disability and three methodologically sound single-subject studies across six students with intellectual disability.

This is a Practice Description of an evidence-based practice for students with disabilities based on one methodologically sound group study with random assignment across 130 students with disabilities and four methodologically sound single-subject studies across 15 students with disabiliites. It is also a research-based practice for students with learning disabilities based on one methodologically sound group study with random assignment across 93 students with learning disabilities and two methodologically sound single-subject studies across two students with learning disabilities, as well as a research-based practice for students with intellectual disability based on one methodologically sound group study with random assignment across 11 students with intellectual disability and three methodologically sound single-subject studies across six students with intellectual disability.

This is a Practice Description that is a research-based practice for students with disabilities based on two methodologically sound single-subject studies across 8 participants with disabilities conducted by two different research teams and across two different geographical areas.

This is a Research-Based Practice for students with moderate intellectual disabilities based on two methodologically sound single-subject studies across 11 students with moderate intellectual disabilities.

This is a Practice Description for a research-based practice for students with disabilities based on one methodologically sound group study with non-random assignment across 40 students with disabilities and two methodologically sound single subject studies across 7 students, as well as a research-based practice for students with moderate intellectual disabilities based on two methodologically sound single subject studies across 7 students with moderate disabilities.

This is a Practice Description that is a Research-Based Practice for students with moderate intellectual disabilities based on four methodologically sound single subject studies across 27 students with moderate intellectually disabilities.

This is a Practice Description that is a research-based practice for students with moderate intellectual disabilities based on two methodologically sound single-subject studies across 7 participants with disabilities conducted by two different research teams and across two different geographical areas.

This Practice Description is a promising practice for students with moderate intellectual disabilities based on one methodologically sound single-subject study across three participants with disabilities.

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This is a Practice Description that is a Research-Based Practice for students with disabilities based on two methodologically sound single subject studies across 7 participants. It is also a Promising Practice for students with severe intellectual disabilities based on one methodologically sound single case study with 3 participants with severe intellectual disabilities.

This is a Practice Description that is a Research-Based Practice for students with disabilities based on two methodologically sound single subject studies across 7 participants. It is also a Promising Practice for students with severe intellectual disabilities based on one methodologically sound single case study with 3 participants with severe intellectual disabilities.

This is a Practice Description that is a Research-Based Practice for students with disabilities based on one methodologically sound group study with non-random assignment across 40 participants with disabilities and one methodologically sound single subject study across 3 participants with disabilities. It is also a Promising Practice for students with moderate intellectual disabilities based on one methodologically sound single subject study across 3 participants with moderate intellectual disabilities.

This is a Practice Description that is a Research-Based Practice for students with disabilities based on one methodologically sound group study with non-random assignment across 40 participants with disabilities and one methodologically sound single subject study across 3 participants with disabilities. It is also a Promising Practice for students with moderate intellectual disabilities based on one methodologically sound single subject study across 3 participants with moderate intellectual disabilities.

This is a Practice Description to a Research-Based Practice for students with moderate intellectual disabilities based on two methodically sound single subject studies across 20 students with moderate intellectual disabilities.

This is a Practice Description that is a promising practice for students with intellectual disabilities based on one methodologically sound single-subject study with two students with moderate intellectual disabilities.

This is a Practice Description that is a Research-Based Practice for students with disabilities based two methodologically sound single subject studies across 6 participants. It is also a Promising Practice for students with moderate intellectual disability based on one methodologically sound single subject study with 4 participants with moderate intellectual disability.

This is a Practice Description that is a Research-Based Practice for students with disabilities based two methodologically sound single subject studies across 6 participants. It is also a Promising Practice for students with moderate intellectual disability based on one methodologically sound single subject study with 4 participants with moderate intellectual disability.

This is a Practice Description that is a Research-Based Practice for students with disabilities based on three methodologically sound single subject studies across 11 participants and a Research-Based Practice for students with moderate intellectual disabilities based on two methodologically sound single subject studies across 7 participants with disabilities. It is also a Promising Practice for students with autism and moderate intellectual disabilities based on one methodologically sound single subject study with 4 participants with disabilities.

This is a Practice Description that is a Research-Based Practice for students with disabilities based on three methodologically sound single subject studies across 11 participants and a Research-Based Practice for students with moderate intellectual disabilities based on two methodologically sound single subject studies across 7 participants with disabilities. It is also a Promising Practice for students with autism and moderate intellectual disabilities based on one methodologically sound single subject study with 4 participants with disabilities.

This is a Practice Description that is a promising practice for students with autism spectrum disorder based on one methodologically sound single-subject study with four students with autism spectrum disorders.

This is a Practice Description that is a Research-Based Practice for students with disabilities based on four methodologically sound single subject studies across 20 participants and a Research-Based Practice for students with moderate intellectual disabilities based on three methodologically sound single subject studies across 16 participants with moderate intellectual disabilities. It is also a Promising Practice for students with severe intellectual disabilities based on one methodologically sound single subject study with 4 participants with severe intellectual disabilities.

This is a Practice Description that is a Research-Based Practice for students with disabilities based on four methodologically sound single subject studies across 20 participants and a Research-Based Practice for students with moderate intellectual disabilities based on three methodologically sound single subject studies across 16 participants with moderate intellectual disabilities. It is also a Promising Practice for students with severe intellectual disabilities based on one methodologically sound single subject study with 4 participants with severe intellectual disabilities.

This is a Practice Description that is a Research-based Practice for students with disabilities based on two methodologically sound single subject studies across 8 participants. It is also a Promising Practice for students withmoderate intellectual disability based on one methodologically sound single subject study with 4 participants with moderate intellectual disability and a Promising Practice for students with severe intellectual disability based on one methodologically sound single subject study with 4 participants with severe intellectual disability.

This is a Practice Description that is a Research-based Practice for students with disabilities based on two methodologically sound single subject studies across 8 participants. It is also a Promising Practice for students withmoderate intellectual disability based on one methodologically sound single subject study with 4 participants with moderate intellectual disability and a Promising Practice for students with severe intellectual disability based on one methodologically sound single subject study with 4 participants with severe intellectual disability.

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This is a Practice Description that is a promising practice for students with moderate intellectual disabilities based on one methodologically sound single-subject study with four students with moderate intellectual disabilities.

This is a Practice Description that is a promising practice for students with moderate intellectual disabilities based on one methodologically sound single-subject study with one student with moderate intellectual disability.

This is a Lesson Plan to teach: (a) establishing and maintaining eye contact with adults during conversation; (b) waiting to speak until adults finish speaking; and (c) giving appropriate verbal responses to directions, feedback, or criticism.

This is a Practice Description that is a Research-Based Practice for students with disabilities based on two methodologically sound single subject studies across 7 participants. It is also a Promising Practice for students with emotional behavioral disabilities based on one methodologically sound single subject study with 3 participants with emotional behavioral disabilities and a Promising Practice for students with severe intellectual disabilities based on one methodologically sound single subject study with 4 participants with severe intellectual disabilities.

This is a Practice Description that is a Research-Based Practice for students with disabilities based on two methodologically sound single subject studies across 7 participants. It is also a Promising Practice for students with emotional behavioral disabilities based on one methodologically sound single subject study with 3 participants with emotional behavioral disabilities and a Promising Practice for students with severe intellectual disabilities based on one methodologically sound single subject study with 4 participants with severe intellectual disabilities.

This is a Practice Description that is a promising practice for students with moderate intellectual disabilities based on one methodologically sound single-subject study across three participants with disabilities.

This is a Practice Description that is a research based practice for students with disabilities based on two methodologically sound single-subject studies across seven students with disabilities. It is also a promising practice for students with autism spectrum disorder based on one methodologically sound single- subject study with one student with autism spectrum disorder; a promising practice for students with mild intellectual disabilities based on one methodologically sound single- subject study with one student with mild intellectual disability; a promising practice for students with learning disabilities based on one methodologically sound single- subject study with three students with mild intellectual disabilities; and a promising practice for students with other health impairments based on one methodologically sound single- subject study with two students with other health impairments.

This is a Practice Description that is a research based practice for students with disabilities based on two methodologically sound single-subject studies across seven students with disabilities. It is also a promising practice for students with autism spectrum disorder based on one methodologically sound single- subject study with one student with autism spectrum disorder; a promising practice for students with mild intellectual disabilities based on one methodologically sound single- subject study with one student with mild intellectual disability; a promising practice for students with learning disabilities based on one methodologically sound single- subject study with three students with mild intellectual disabilities; and a promising practice for students with other health impairments based on one methodologically sound single- subject study with two students with other health impairments.

This is a Practice Description that is a research-based practice for students with moderate intellectual disabilities based on two methodologically sound single-subject studies across 8 participants with disabilities conducted by at least two different research teams and across three different geographical areas.

This is a Lesson Plan that is a Promising Practice to teach students to send emails, receive emails, bookmark webpages, access bookmarked webpages, and use cloud storage to upload and download documents.

This Practice Description is a research-based practice for students with disabilities based on six methodologically sound single-subject studies across 23 participants with disabilities; a research-based practice for students with intellectual disability based on four methodologically sound single-subject studies across 17 participants with intellectual disability; and a research-based practice for students with autism based on two methodologically sound single-subject studies across six participants with autism.

This is a research-based practice for students with disabilities based on three methodologically sound single-subject studies across 10 participants with disabilities and it is also a research-based practice for students with moderate disabilities based on two methodologically sound single-subject studies across six students with moderate intellectual disabilities. It is a promising practice as well, for students with autism based on one methodologically sound single-subject student across 3 students with autism.

This is a research-based practice for students with disabilities based on three methodologically sound single-subject studies across 10 participants with disabilities and it is also a research-based practice for students with moderate disabilities based on two methodologically sound single-subject studies across six students with moderate intellectual disabilities. It is a promising practice as well, for students with autism based on one methodologically sound single-subject student across 3 students with autism.

This is a Practice Description that is an evidence-based practice for students with disabilities based on eight methodologically sound single-subject studies across 31 participants conducted by at least three research teams with no overlapping authors at three different institutions. It is also an evidence-based practice for students with intellectual disability based on eight methodologically sound single-subject studies across 25 participants with intellectual disability conducted by at least three research teams with no overlapping authors at three different institutions; and a research-based practice for students with autism based on four methodologically sound single-subject studies across six participants with autism.

This is a Practice Description that is an evidence-based practice for students with disabilities based on eight methodologically sound single-subject studies across 31 participants conducted by at least three research teams with no overlapping authors at three different institutions. It is also an evidence-based practice for students with intellectual disability based on eight methodologically sound single-subject studies across 25 participants with intellectual disability conducted by at least three research teams with no overlapping authors at three different institutions; and a research-based practice for students with autism based on four methodologically sound single-subject studies across six participants with autism.

This is a Practice Description that is a promising practice for students with moderate intellectual disabilities based on two methodologically sound single-subject studies across six participants with disabilities.

This is a Practice Description that is a promising practice for students with disabilities based on one methodologically sound single-subject study with three students with disabilities. This is also a promising practice for students with learning disabilities based on one methodologically sound single-subject study with two students with learning disabilities.

This is a Practice Description that is an evidence-based practice for students with disabilities based on two methodologically sound group studies with random assignment across 457 participants; for students withlearning disabilities based on two methodologically sound group studies with random assignment across 296 participants with learning disabilities; and for students withintellectual disabilities based on two methodologically sound group studies with random assignment across 126 participants with intellectual disabilities.

This is a Practice Description that is a research-based practice for students with disabilities based on three methodologically group experimental studies with random assignment and three methodologically sound single-subject studies across 71 students with disabilities and also s a research-based practice for students with learning disabilities based on three methodologically sound group experimental studies with random assignment and two methodologically sound single-subject studies across 56 students with learning disabilities.

This Practice Description is a research-based practice for parents of students with disabilities based on one methodologically sound group experimental study with random assignment across 30 parents of students with disabilities, one methodologically sound group experimental study with non-random assignment across 29 parents of students with disabilities, and one methodologically sound single-subject study across 12 parents of students with disabilities.